Brown_Working with Teachers Project

Transforming
Eagle Educators
Working with Teachers Project
Christina Brown

Transforming Eagle Elementary Educators:
‘Creating a culturally responsive environment transforms students’ learning’

Eagle Elementary is committed to excellence. Each year our goal is to make
greater strides then the year before. We provide our students with rigorous and
relevant content delivery to develop the necessary talents for the 21st century.
Through fervent data analysis we design our instructional delivery and teacher
alignment to meet our students’ needs.

 Located in the central region of North Carolina
 Principal: S. Hawk*
 School Population: 289 students
 Grades: Pre-K-5th
 Classroom Teachers: 17
 Title 1 School
 School Improvement Grant Recipient (2011-2014)
* Pseudonyms replace actual names.

Assuring students' success with fidelity. Providing support to facilitate positive growth.

Efficient support is vital to the growth of educators. Our primary
vision at Eagle Elementary is achieving excellence through student
development. To ensure we are making continuous strides toward our
outlined goals, our educators are thoroughly supported in instructional
strategies, curriculum implementation, and classroom structure. As data
reveals our academic strengths and weaknesses, we also utilize data to
determine teachers needing additional support. Through analysis of teacher
profiles, student data, and observations I have identified two classroom
teachers of whom I will provide additional support.

Support Goals:
• To facilitate positive growth in teacher development.
• To increase student achievement.
• To support new teachers in their transition to Eagle Elementary.

Assuring students' success with fidelity. Providing support to facilitate positive growth.

Eagle Elementary Staff Support

Eagle Elementary Teacher Working
Positive influences on students are a result of Conditions Survey (TWCS)
a collaborative and encouraging culture New Teacher Support Responses
maintained by effective school leaders
( Marzano, Water, & Mc Nulty, 2005). Support
Providing ample support to educators to assist 5 influenced stay at

# of Agree or strongly Agree
school
in teacher development in turn, increases 4
student growth. The compiled results of the Support

responses
2012 TWCS (see Figure 1), displays Eagle 3 impacted student
learning
Elementary’s pledge of quality achievement.
2
We have established and will continue to Actively
maintain a culture of support to prevent 1 collaborate with
teacher attrition through mentor partnerships others
0
and learning communities. 5 New Teacher Respondents
Figure 1. Eagle Elementary TWCS New Teacher Support Responses Summary
(NCTWCS, 2012)

Transforming Eagle Elementary Educators

Outline of Plan
 Held initial planning meeting with the Principal and the Curriculum Facilitator to
determine teachers with identified need. Need for support was determined by analysis
of completed observations, student data and teacher status profiles.

Curriculum Facilitator, Assistant Principal and I discussed relative methods of
support to develop an aligned plan to meet the areas of growth. We outlined staff
pods- which will allow teachers to facilitate staff professional development, we
reviewed the rate of progress monitoring and current classroom environment.

Presented plan of action to school improvement team for relative suggestions and
feedback on how to increase teacher empowerment and ( See Appendix A)

Two teachers were selected and were offered personalized support. A support
partnership agreement was then drafted and signed by the mentor and mentee.

The concluded parameters of the agreement will be followed. Success will then be
determined by meeting pre-determined goals and notable growth assessed by the
principal through relative feedback and teacher reflections.

The plan of action. Data to be used to support the need.
Plan of Action: Data to be used and analyzed :
•Invite selected teachers to participate in
this support model •Teacher Profiles

•Provide Needs Assessment instrument to •Teacher completed needs assessment
outline support topics
•Observation instruments
• Construct Agreement with participating •TESA Proximity measures
teachers •Classroom observation forms

• Meet weekly to discuss and review • Student Assessments through Dynamic
implemented strategies and/or topics of Indicators of Basic Early Literacy Skills
concern (DIBELS)
•Beginning of Year (BOY) Benchmark
•Conduct daily classroom walkthroughs to •Middle of Year (MOY) Benchmark
provide an extra layer of support with
observation instruments • Teacher completed-Formative Assessment
Data Analysis (FADA) worksheets
•Assess implemented strategies for success
•Teacher and Mentor Reflection entries

Transforming Eagle Elementary Educators: Data

1st Grade Beginning of Year (BOY) Data
16
14 Figure 1: The included data in Figure 1 identifies the
12 Below grade need for focused intervention for those students who
10 level
8 Strategic
are placing in the strategic or below grade level at the
6 BOY benchmark. Through provided support, we will
4 On or above ensure researched-based strategies are employed to
2 grade level
0 achieve student growth.
Class Class Class Class
A B C D
Figure 2. 1st Grade BOY Placements (mClass, 2012)
Figure 2: Figure 2 details the rate 1st grade teachers
Class D are progress monitoring identified students between
the benchmark assessments. Teachers are expected to
Class C progress monitor weekly to track growth. It is
November
evident teachers Hall* (Class C) and Samuels ( Class
October
Class B A)*, need to increase the occurrence of student
September
progress monitoring. As their support I will provide
Class A relative scheduling strategies to align the
requirements with their schedule.
0 1 2 3 4

Figure 3. Rate of DIBELS Progress Monitoring (mClass, 2012)

*Teachers names are pseudonyms

Transforming Eagle Elementary Educators: The Plan

Chosen strategies from Needs Assessment:

• Classroom structure reorganization
• Working with data to plan instruction
• Time and stress management strategies
• Curriculum support and modeling
• Developing differentiated instructional
plans

Needs Assessments Results



Teacher A: Data & Goals
Teacher ‘A’ Profile:
Teacher Name: Ms. Hall* (Class C)
# of years teaching: 6
Eagle Elementary Start Date: 9/2012
Grade Level: 1st

Ms. Hall’s* Goals: Success Criteria:
• Increase student achievement by 1 literacy • Increase student achievement by 2 literacy
levels by March 1, 2013 ( 1-month after the levels by March 1, 2013 ( 1-month after the
Middle of Year (MOY) benchmark assessment Middle of Year (MOY) benchmark assessment
window. window.
•Align student small groups to student needs •Align student small groups to student needs
identified through data collection. identified through data collection.
•Increase Progress Monitoring to a weekly •Increase Progress Monitoring to a weekly
sequence. sequence.
•Establish a classroom organization system to •Establish a classroom organization system to
increase instructional efficiency. increase instructional efficiency and classroom
•To share successful implemented strategies structure.
with colleagues.

Transforming Eagle Elementary Educators: The Plan

Chosen strategies from Needs Assessment:

• Working with data to plan instruction
• Time and stress management strategies
• Curriculum support and modeling
• Developing differentiated instructional
plans

Needs Assessments Results

Teacher B: Data & Goals
Teacher ‘B’ Profile:
Teacher Name: Ms. Samuels* (Class A)
# of years teaching: 2012-2013 Year 1 of teaching
Eagle Elementary Start Date: 7/2012
Grade Level: 1st
Success Criteria:
Ms. Samuel’s* Goals:
• Increase student achievement by 2 literacy
• Increase student achievement by 2 literacy levels by March 1, 2013 ( 1-month after the
levels by March 1, 2013 ( 1-month after the Middle of Year (MOY) benchmark assessment
Middle of Year (MOY) benchmark assessment window.
window. •Align student small groups to student needs
•Align student small groups to student needs identified through data collection.
identified through data collection. •Increase Progress Monitoring to a weekly
•Increase Progress Monitoring to a weekly sequence.
sequence. •Establish a classroom organization system to
•Establish a classroom organization system to increase instructional efficiency and classroom
increase instructional efficiency. structure.
•To share successful implemented strategies •Facilitated a professional learning community
with colleagues. (PLC) session.

Transforming Eagle Educators: The Plan

Constructed Support Agreement Parameters

Once the agreement parameters were
determined a goal plan was outlined. The
goal plan allowed us to pace the mentorship
toward desired success. The completion of
each benchmark was celebrated with a note of
encouragement.

Agreement Parameters/Strategies:
•Meet weekly
•Reflect on practices
•Reciprocated feedback
• Constructed timeline


Transforming Eagle Elementary Educators: The Plan in Action
Topic Mentor Reflection/Conclusion: Ms. Hall*
Classroom Ms. Hall* appeared to be aware of the current state of her classroom but, was not sure where
environment to begin to make corrections. We identified key areas of needed improvement and set those
Weekly Meeting Summary

organization as the areas primary targets. We scheduled the desired changes and plan of action. We also
enlisted the help of a parent volunteer to accomplish room tasks.
Classroom After the initial meeting Ms. Hall* failed to take any initiative to complete the environment tasks
environment she agreed to manage. At this time I was unsure how to motivate her to improve her room. A
organization, discussion also took place regarding directives delivered from the principal that were aligned
extended with previously determined items. I then stepped in to help jump start the needed changes. We
re-arranged the desk layout and began to organize documents that needed to be filed.
Review of Guided After middle of the year progress assessments we reviewed the compiled data to ensure the
Reading student student ‘s were placed according to their identified needs. Ms. Hall had appeared to be placing
groups and plans students in the correct group , however after a close review of the plan-this was not occurring.
We sat down together along with the curriculum facilitator and manipulated the data and
developed an aligned intervention and guided reading plan. We will progress monitor the
success of the implementation plan after one month.
Lesson Plan writing This time was taken to re-fine Ms.Hall’s* Lesson plans and delivery. The literacy coach, math
coaching coach and I sat down to walk her through the process to assured well-prepared lesson plans.
Through this coaching session it became evident Ms. Hall lacked the fundamental skills of
lesson preparation. We will continue to support her during PLCs and additional meetings.
Classroom During the classroom observation following the coaching session, it appeared Ms. Hall
Observation follow up benefitted from the assistance but, still seemed unprepared for her lesson delivery, not taking
to Lesson Plan the time to be sure all her components had been tried before coming before the students.
Coaching session
Student Intervention The intervention plan was not executed as planned. Due to many additional obligations from
Plan summary the coaches, Ms. Hall* did not receive the support and guidance needed to fully implement the
plan. Additionally she did not take the initiative to continue the process.

Weekly Meeting Summary

Topic Mentor Reflection/Conclusion: Ms. Samuels*
Classroom Ms. Samuels* was very receptive to the feedback regarding her classroom environment. She
environment was unsure on how to brighten her room not having much experience in the lower grades but,
organization was an active participant in planning changes for her room. She met the targeted dates on the
outlined goal plan and looked forward to the celebratory acknowledgment she received as each
goal was met. I too enjoyed celebrating her accomplishments. She also received additional
help from a parent volunteer to manage environment tasks. With continued support Ms.
Samuels will continue to shine.
Review of Guided After analyzing the middle of year assessments as a collaborative team, Ms. Samuels, our
Reading student curriculum facilitator and I, reviewed the students’ data and developed an intervention
groups and plans implementation plan to accurately track students’ academic progress. Prior to the collaborative
meeting, Ms. Samuels was not using her data to plan her interventions. Going forward she now
will have the skills to disaggregate her data to plan to meet her student’s needs.
Classroom Ms. Samuels strives to assure her lesson delivery maintains the students’ level of engagement
Observation follow , reinforces her procedures and expectations , adjusts her forthcoming plans with the feedback
ups provided to her. The feedback I gave her regarding her use of resources to aid student
comprehension was well- received and consistently implemented in the following lesson. Each
time I visited her classroom regardless of the subject matter, she became stronger and
stronger.
Student Intervention The student intervention plan resulted in great growth for many of the students. Some students
Plan summary had minimal growth but, overall each student achieved gains in their literacy. Ms. Samuels*
was excited about the success of the plan and celebrates her students' growth. She continues
to implement the introduced structure and implements new lessons as the data mandates.



Teacher Collaboration and Leadership

Collaboration: Leadership:
 Ms. Samuels* and Ms. Hall* received  The leadership team along with the
coaching to assure student intervention administration team and the curriculum
alignment with compiled data. After facilitator designed opportunities for
successful initial implementation both teachers to develop as teacher leaders
teachers came together to plan for the through instructional learning pods.
forthcoming weeks.  Ms. Samuels* and Ms. Hall* were both
After planning together they then lead members of the Technology Learning Pod
a grade level meeting sharing the success at Eagle Elementary. As members of the
and the challenges of the intervention Technology POD they facilitated an after-
plan. They also presented the planning school staff development session.
strategies involved in the plan. Ms. Samuels* held a mini-session on
Ms. Hall* and Ms. Samuels* serve as students recording themselves and
the model teachers for the listening to their own reading to improve
implementation plan. oral reading fluency.
Ms. Hall* held a mini-session on how
students can create digital books.



Building Efficacy, Empowerment, Sense of well-being

Strategies implemented to build efficacy, empowerment and sense of well-being :
 Outlined a goal task list to increase efficiency in instructional delivery and
classroom structure.

Empowered coached teachers through provided opportunities to allow the
selected teachers to lead their fellow colleagues in professional development.

Celebrated met benchmarks along the outlined task list.

Created a system of organization to increase fluidity and consistency in
communication with parents and feedback to students.

Transforming Eagle Elementary Educators: Plan Summary

The Key Components of a Successful Plan
Who was involved to make the plan a success?

The plan was possible through the active collaboration of the curriculum
facilitator (CF), the principal, the assistant principal, a University of North
Carolina at Greensboro induction coach (UNCG), the selected teachers and
myself.

Each party had an integral role in meeting the outlined goals. The CF
provided access to student data to guide instructional planning to meet
student needs. While the administration team shared relative observation
notes to assist in determining teacher needs to met Eagle Elementary’s
expectations along with progress updates. The UNCG induction coach and I
provided support to the selected teachers in various methods such as data
analysis, classroom environment organization, planning procedures, and
instructional observations. After separate meetings the UNCG coach and I
compiled notes and shared with the teacher.

Our team approach permitted us to meet the teacher’s need resulting in an
increase in student performance.



What was done to support teachers to improve instruction and student development and When did it occur?

 Established a plan of specified support to increase student performance through task lists, re-
structuring classroom procedures and expectations, and data analysis to plan instruction.

 Organized opportunities for the selected teachers to demonstrate leadership through
facilitating a staff professional development workshop and sharing successful employed
instructional strategies with grade-level members during professional learning communities.

Held weekly meetings with Ms. Hall* and Ms. Samuels* in their classrooms to address
upcoming goals, review lesson plans, review data and discuss the successes or concerns of the
week.

Provided feedback and modeled as necessary after classroom walkthroughs.

Celebrated successes to encourage continued excellence.

Shared concluding findings with school administration to communicate growth milestones and
areas needing continued support.




The Findings
As the plan concludes we have found the *Ms. Samuels’Student Growth-DORF
provided support to improve instruction and 70
increase student performance was successful 60
F.B.
(see Figures 1 & 2). The extensive data analysis 50

DORF Fluency Rate
E.Q.
to plan literacy interventions has resulted in 40
J.T.
30
individual student growth toward the end of 20 S.S.
year targeted goal. As the students continue to 10 N.M.

show gains, we have consistently revisited the 0 J.S.

compiled data to adjust strategies as needed. PM 1- 2/21/13 PM 2- 03/4/13

*Ms. Samuels’ Student Growth-NWF Figure 1. Student Growth during Progress Monitoring-DORF (mClass, 2013)

20
NWF Fluency Rate

15
Z.P.
10
M.B.
5 X.P.

0
PM 1- 2/21/13 PM 2- 3/4/13

Figure 2. Student Growth during Progress Monitoring-NWF (mClass, 2013)



The Findings- Continued

While we have achieved success in student achievement with both teachers, the advancement
of teacher development was not parallel. Ms. Samuels* integrated all provided
feedback, demonstrated implemented strategies to team mates and has improved her
instruction overall. Ms. Hall* seemed to be eager to move forward with provided
feedback, but consistently failed to maintain delivery. As a result she has been place on an
mandated action plan.

Through classroom observations, I have seen the growth in instructional delivery, confidence
and enjoyment in Ms. Samuels*. Although, Ms. Hall was not consistent she did make
improvements, thus I would evaluate the plan’s impact on teacher empowerment to be
satisfactory. Our teachers were confident in the provided feedback and made successful
attempts. However, our impact on teacher leaders can be improved with additional ways to
allow teachers to model and share their achievements.



Reflection & Next Steps
The working with teachers project, has been the project I feel resulted in the most intrinsic
rewards and motivation. Through this initiative I have been able to provide teachers with
supplemental support which has in turn has positively benefited the students. I have seen
both teachers grow in a positive direction. *Ms. Samuels’ confidence has blossomed and has
really taken off in her craft as an educator. Although, there have been some back steps, *Ms.
Hall has made steps toward improvement. The students have grown academically and will
continue to succeed as long as quality instruction is being delivered. As a beginning
principal, this experience has allowed me to see firsthand the benefits of providing quality
support to staff. Staff members that have sufficient support, feel a sense of belonging and
know they do not stand alone. Active support assures administration is aware of strengths
and areas of growth to make certain our students needs are met.

Within my school I would implement a teacher support team including instructional
coaches, veteran teachers and administrators. Teachers with an identified need or who have
expressed a need for support would be elected to receive assistance. A team approach will
allow us to keep our school vision in the forefront of our efforts. Going forward, Ms. Hall*
and Ms. Samuels* will continue to receive support to facilitate continual growth. I have also
learned when teachers resist change and fail to execute directives, it is imperative to assess
the situation for an aligned match with the school’s outlook and needs along with their
motivation to prepare the students for excellence.

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